This conceptual article presents a challenge to the dominant view and practice of teacher professional learning and its focus on preparing "experts in teaching" and proposes instead an emphasis on preparing "experts in learning." Drawing on contemporary knowledge on the nature of human learning and development, and in…

Teacher research tends to focus on either teacher cognition or actions, or both. However, an understanding of cognition or behaviour that does not take multiple goals into account is incomplete. We integrate insights from self-regulation research in a goal system model and a methodology for eliciting teachers' goal systems representations (GSRs).…

For educators, identifying and characterising problems in their teaching practice is essential for triggering inquiries into their practice. Knowing what educators consider problematic is essential for generating strategies for situated approaches to help teacher educators manage their problems and promote professional learning. In this study, we…

In this paper, I propose shifts in perspective and practice in initial teacher education from the reflective to the diffractive practitioner as a productive way of supporting new teachers to prepare for the complex and non-linear nature of teaching. The reflective practitioner is a figure deeply embedded in humanist and anthropocentric discourses,…

This study aims at exploring the influence of The "Alliance of Thinking Schools," a multi-regional, researcher-practitioner partnered teachers' "professional learning community" (PLC) on the teaching of thinking in China, on bridging teachers' "belief-action gap." Specifically, this study aims to investigate the…

This article describes the normative beliefs and the discursive claims related to mathematics and teaching mathematics made by approximately 50 middle-level and secondary mathematics teachers within four high-need local education associations participating in a Mathematics and Science Partnership with a southeastern college's Science and Math for…

Schools in Abu Dhabi are going through a period of transformation and reform. The Abu Dhabi Education Council commenced a professional development plan for principals to enhance their capabilities to manage and initiate change in light of the reforms. This study was conducted to explore principals' perspectives on professional development…

This article examines changes in teachers' beliefs and practices over the course of a professional development (PD) program concerned with the implementation of a constructivist-oriented pedagogy in English as a Foreign Language (EFL) classrooms. Grounded in situative theories of learning and development, the School-based Support Program places…

This paper reports on the development and outcomes of the second phase of OER4Schools, a school-based professional development programme supporting interactive forms of subject teaching in conjunction with Open Educational Resources (OER) and technology in Zambian primary schools. We worked with partners to identify the needs of school-based…

Research shows that professional development alone does not provide adequate leadership preparation for teachers, yet many develop into established teacher leaders. The purpose of this study was to explore how teachers learn to exercise informal leadership in the schools and districts where they work. Eight elementary teachers who lived and worked…

This paper reflects on the development of teacher continuing professional development (CPD) in Scotland, a constituent part of the United Kingdom that now has significant devolved powers within the United Kingdom--from a time when INSET was ill-coordinated and unvalued to the present reliance on CPD, with substantial investment, as the agent of…

This qualitative study examines one professional development program and how this experience affects teachers' thoughts about planning and science teaching practices specific to the elements focused on during the program. The program supports 13 American K-12 teachers, selected from across the nation, to spend six weeks with a mentor scientist in…